Feminist Interrogations of Women’s Head Hair最新文献

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Creative consumption of modesty 创造性地消费谦虚
Feminist Interrogations of Women’s Head Hair Pub Date : 2018-06-13 DOI: 10.4324/9780429505430-12
Rakefet Erlich Ron
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引用次数: 0
Hair as an indicator of liberation 头发是解放的标志
Feminist Interrogations of Women’s Head Hair Pub Date : 2018-06-13 DOI: 10.4324/9780429505430-5
Sophie Devineau, C. Laplace
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引用次数: 0
Hair rites and wrongs 头发礼仪与错误
Feminist Interrogations of Women’s Head Hair Pub Date : 2018-06-13 DOI: 10.4324/9780429505430-3
Shira Yaari
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引用次数: 1
Impact of Black women’s hair politics on bodily health 黑人女性头发政治对身体健康的影响
Feminist Interrogations of Women’s Head Hair Pub Date : 2018-06-13 DOI: 10.4324/9780429505430-11
Melodie Davis-Bundrage, Katalin Medvedev, Patricia Hunt-Hurst
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引用次数: 1
Hair and the “body-self” of women with body image despair and eating disorders 头发和“身体自我”对女性身体形象的绝望和饮食失调
Feminist Interrogations of Women’s Head Hair Pub Date : 2018-06-13 DOI: 10.4324/9780429505430-8
M. Maine
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引用次数: 1
Samson the Hero in the new millennium 新千年的英雄参孙
Feminist Interrogations of Women’s Head Hair Pub Date : 2018-06-13 DOI: 10.4324/9780429505430-4
Sigal Barak-Brandes
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引用次数: 0
Women’s grey hair in online discussions 网上讨论中女性的白发
Feminist Interrogations of Women’s Head Hair Pub Date : 2018-06-13 DOI: 10.4324/9780429505430-10
Lia Friesem
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引用次数: 0
“It won’t go straight” “它不会走直的。”
Feminist Interrogations of Women’s Head Hair Pub Date : 2018-06-13 DOI: 10.4324/9780429505430-6
Shani Okavi-Partush, Amit Kama, Sigal Barak-Brandes
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引用次数: 1
Fiery gingers 的姜
Feminist Interrogations of Women’s Head Hair Pub Date : 2018-06-13 DOI: 10.4324/9780429505430-2
Dafna Lemish, Diana Floegel, Michael Lentz
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引用次数: 4
Ages and stages 年龄和阶段
Feminist Interrogations of Women’s Head Hair Pub Date : 2018-06-13 DOI: 10.4324/9780429505430-7
Ashley R. Garrin, Sara B. Marcketti
{"title":"Ages and stages","authors":"Ashley R. Garrin, Sara B. Marcketti","doi":"10.4324/9780429505430-7","DOIUrl":"https://doi.org/10.4324/9780429505430-7","url":null,"abstract":"t a recent in-service training workshop Peggy Kelly complained about her group of 3-year-olds. \" They just won't settle down. I feel like I spend all my time negotiating arguments, grabbing materials out of the closet , and managing transitions. Something has to change. \" Genny Rudy, the workshop leader, prodded gently, \" Tell me about how you arrange your learning centers. \" Peggy answered, \" Aren't learning centers just the places I put out toys? \" Genny replied, \" Not exactly…. \" • • • L earning centers are the environmental skeleton of early childhood programs. They are designed to actively engage children in their own cognitive, language , physical, social, and emotional development. In a learning center—art, music, or dramatic play, for example—all children are invited to pursue their interests, learn to make meaningful choices, and build their skills. Equipment and materials are purposeful. They are designed and included to engage children in deliberate investigation and discovery. Whether the children are following a typical path of development or have special developmental needs, learning centers assert that every child can learn, every child can develop skills, and every child can engage socially. Teachers play an important role in early childhood classrooms. Through careful planning for individual children and for the group, teachers help children gain independence, learn how to help themselves, and accept that they are capable. Learning centers make the most sense, and are most successful, when teachers understand the sequence of children's play and learning. Infants and younger toddlers learn through their senses. They gain understanding and control of their environments by touching, tasting, smelling, hearing , and seeing things and people. With experience, they gain the muscle control, balance, and mobility that lead to new explorations and investigations. Older toddlers and preschoolers continue to rely on their senses for information but also begin to understand symbols—that one thing can stand for or represent another. Beginning symbolic play—hold-ing a unit block like a telephone, for example—and role playing— \" You be the daddy, I'm the baby \" —are the gateways to later skills such as literacy, math, and artistic creativity. Because every child develops at a unique pace, it's difficult to determine a child's developmental level with precision. What teachers regard as typical development actually covers a wide range of behaviors and skills. Both genetic background and the environment impact development. Temperament, personality, and interest influence developmental …","PeriodicalId":364952,"journal":{"name":"Feminist Interrogations of Women’s Head Hair","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127611040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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